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June 2011

2011-12 CITYWIDE INSTRUCTIONAL EXPECTATIONS EXCELLENT STUDENT WORK THROUGH HIGHLY EFFECTIVE TEACHING. June 2011. 2011-12 NYC DOE expectations for…. All Students Engage in rigorous tasks, embedded in well-sequenced units, aligned with CCSS, at least once in each math and literacy

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June 2011

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  1. 2011-12 CITYWIDE INSTRUCTIONAL EXPECTATIONS EXCELLENT STUDENT WORK THROUGH HIGHLY EFFECTIVE TEACHING June 2011

  2. 2011-12 NYC DOE expectations for… • All Students • Engage in rigorous tasks, embedded in well-sequenced units, aligned with CCSS, at least once in each math and literacy • Most Teachers • Work in teams to review student work and curriculum (fall 2011) in order to integrate and implement CCSS-aligned tasks/unit (winter/spring 2011-12) • Create entry points into the curriculum for all students (UDL) • All School Leaders • Organize their school for success: teacher team time, principal time, etc. • Provide teachers with meaningful feedback tied to a clear standard of excellence • All Networks • Provide ongoing support to school-based educators, with Central partnership 2

  3. STRENGTHEN STUDENT WORK: Literacy

  4. STRENGTHEN STUDENT WORK: MATH

  5. STRENGTHEN TEACHER PRACTICE 5

  6. RESOURCES TO SUPPORT SCHOOLS & NETWORKS • Online resources through the NYCDOE’s Common Core Library: http://schools.nyc.gov/Academics/CommonCoreLibrary • Excerpts of tasks and student work in CCSS literacy appendices as a place to get started surfacing gaps in curriculum and student performance • An array of “Instructional bundles” aligned to selected CCSS: tasks and unit outlines, annotated student work, and guidance for development including points of entry for SwDs and ELLs • Children First Intensive (CFI) professional learning structure: • Models for organizing school, principal, and teacher time and other resources • Structured professional learning opportunities to understand and apply elements of Charlotte Danielson’s Framework for Teaching • Protocols for reviewing student work in teams • Case studies illustrating the strengthening teacher and student work • Videos of exemplary teaching practice • Templates, samples, protocols for giving effective feedback

  7. STAFFING & PILOT PROGRAMS • Instructional Coaches: Each network (~60) of 25 schools will receive two additional instructional coaches, one “generalist” and one specific to supporting schools with their students with disabilities. • Assessment Pilots: in 2010-11, 5 pilots programs, focused on performance assessment, curriculum mapping, and secondary literacy, were created in approximately 100 schools; some pilots will continue in 2011-12. • Lab sites: in 2011-12, some assessment pilot schools will become lab sites for other schools to visit and learn from. • Teacher Effectiveness Pilot: in 2010-11, 20 schools in two networks received additional talent management and coach supports to work with principals and network teams to implement effective practices for teachers to receive high quality feedback aligned to the Danielson Framework for Teaching. • Teacher Effectiveness Intensive: in 2011-12, the teacher effectiveness pilot will grow to125 schools in five networks.

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